Market based organisational learning, dynamic, and substantive capabilities: an integrative framework
Ali, Sadaqat, Peters, Linda D., He, Hongwei and Lettice, Fiona. (2010) Market based organisational learning, dynamic, and substantive capabilities: an integrative framework. Journal of Strategic Marketing, Vol.18 (No.5). pp. 363-377. ISSN 0965-254XFull text not available from this repository.
Official URL: http://dx.doi.org/10.1080/0965254X.2010.497846
This paper aims to contribute to our understanding of the antecedents to sustainable competitive advantage by integrating insights from the perspectives of both marketing and strategic management. This approach is innovative because it focuses on synergistic insights from different management fields, and contributes to our understanding of how firm performance may be affected, both directly and indirectly, by the marketing and learning orientations of the firm, as well as by the capabilities it develops as a result of the learning processes informed by these orientations. To achieve this aim we start by reviewing the literature in the fields of both marketing and strategic management to examine the current trends, limitations and commonalities between these fields. We then propose a conceptual model and propositions that can help link these two fields into an integrative framework. Our model portrays both direct and mediated effects, and highlights the mediating role of learning processes in understanding how marketing and learning orientations might influence a firm's dynamic and substantive capabilities.
|Item Type:||Journal Article|
|Subjects:||H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management|
|Divisions:||Faculty of Social Sciences > Warwick Business School > Marketing & Strategic Management
Faculty of Social Sciences > Warwick Business School
|Journal or Publication Title:||Journal of Strategic Marketing|
|Number of Pages:||15|
|Page Range:||pp. 363-377|
|Access rights to Published version:||Restricted or Subscription Access|
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